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Adapted from - UbD Template 2.

1 - Grant Wiggins & Jay McTighe 2011 Unit By: Susanna Miller

My Life: A time of Perseverance and Strength Diary of Anne
Frank Unit
Subject/Content: Language Arts Time Frame: April
Topic Area: Diary of Anne Frank Book study Grade Level: 7
th
grade
Designed by: Susanna Miller Length of Unit: 12 Days
School District: National Heritage Academies School: Achieve Charter Academy
Unit Overview

This unit comes towards the end of the year and works in conjunction with the 7
th
grade social studies unit on WWII. The ideas
and motifs are complex and there is a lot of discussion about history at this time period, and different story elements working
together to express the central ideas. The unit is 12 days long with the students compiling daily journal writings for their unit
portfolio. This is a large assessment for the unit. Their journal entries express understanding of the book, the events, and the
interaction of characters and ideas.

The students are required to read the text at home which allows them to do multiple activities during the class period, including
watching videos, and studying some of the history surrounding the setting and time period. Major passages are re-read and
discussed in class. Class discussion is a very iatrical part of this unit. It is important for the students to connect with our
characters. Although they were alive 70 years before them, one of the students unwritten objectives is to understand that they can
relate themselves to basic human lives and express empathy for those who are dealing with difficulty and struggle.

The unit is introduced with a similar story and each day the students are required to read a section of the book to be prepared for
class. The assigned readings are given to the students a head of time because the content of the story can be a bi t overwhelming
in some parts, and the students need the processing time to be prepared to participate in class discussion.

The main ideas of the unit (perseverance, empathy, point of view, setting, and character) are carried throughout the lessons, class
discussions, journal entries, bell work, and assessments. These big ideas drive the unit and are extremely important to the
students understanding.

Stage 1 Desired Results
ESTABLISHED GOALS/
STANDARDS
CCSS.ELA-Literacy.RL.7.2 Determine a
theme or central idea of a text and
analyze its development over the course
of the text; provide an objective
summary of the text.
CCSS.ELA-Literacy.RL.7.3 Analyze
how particular elements of a story or
drama interact (e.g., how setting shapes
the characters or plot).
CCSS.ELA-Literacy.RI.7.3 Analyze the
interactions between individuals, events,
and ideas in a text (e.g., how ideas
influence individuals or events, or how
individuals influence ideas or events).
CCSS.ELA-Literacy.RI.7.6 Determine
an authors point of view or purpose in a
text and analyze how the author
distinguishes his or her position from
that of others.

CCSS.ELA-Literacy.RI.7.7 Compare
and contrast a text to an audio, video, or
multimedia version of the text, analyzing
each mediums portrayal of the subject
(e.g., how the delivery of a speech
affects the impact of the words).

BIG IDEAS from established goals
The Central Concepts, BIG IDEAS, and KEY SKILLS of this unit are

Persevering in difficult times

Empathy vs. Fear

Setting in relation to the story and the characters

Interactions between individuals, events, and ideas in a text

Point-of-view of the Author

Effect of different medias on the story

Transfer
Students will be able to independently use their learning to

Persevering in difficult times Understanding the importance of perseverance and how this
is an important character trait that carries through difficult times in life.
Empathy vs. Fear It is important for students to have empathy for others, and understand
how fear can hinder ones ability to be empathetic. Students will be able to express empathy
for others that are unlike them in the future.
Setting in relation to the story Understand and analyze the different settings of the story
and how the setting of the story plays a critical role in character development.
Interactions between individuals, events, and ideas in a text Express that elements
(characters, setting, events) in a story interact together to convey the big idea of a text, and
that their direct relation to each other helps direct the story.
Point-of-view Analyze point-of-view and how it expresses the authors perspective of the
occurring events within the story, How does it help connect the reader to the story?
Effect of different medias on the story Compare and contrast the book with the movie, and
express how Hollywood impacts the relationships and nature of the story.








Meaning
UNDERSTANDINGS Students will
understand

Persevering in difficult times
Understanding that Annes family
persevered in a difficult time in their life
and in history; and how this is an
important character trait that carries
through difficult times in daily life.
Empathy vs. Fear That there were
characters in the story had empathy for
others when fear was so prevalent in their
situation. Students will be able to express
empathy for others that are unlike them
and put themselves in the characters
shoes.
Setting in relation to the story and
characters Understand and analyze
how the setting of the story, (both in the
town and in the Annex) plays a critical
role in how the author writes and
expresses herself.
Interactions between individuals, events,
and ideas in a text Express
understanding that these interactions
between characters and events develop
big and central ideas within the story.
Point-of-view Analyze first person
narrative of the story and how the diary
writing expresses the authors perspective
of the events occurring during this time
period.
Effect of different medias on the story
Compare and contrast the book with the
movie, and express how Hollywood
impacts the relationships and nature of
the story.





ESSENTIAL QUESTIONS

What does it take to act courageously
in time of extreme adversity? Is this a
characteristic of a hero or a morally
responsible citizen?
How does the relationship of
characters impact or change the
events of a story?
What makes a relationship develop
during a difficult time?
What was the message being
expressed?
Was there a message of empathy?



Acquisition
Students will know

History of WWII (specifically occurrences
there and around Amsterdam at the time
of Anne Frank. Also students will know
about barriers put on Jews in the
beginning of the war and concentration
camps)

What a plot is and how it directs the story

Point of View the importance of first
person in relation to this work of literature.









Students will be skilled at
Finding central ideas in a text and analyze the
development of these big ideas during text;
provide a summary of the text.

Viewing interactions between individuals,
events, and ideas in a text.

Analyzing the structure an author uses to
organize a text and how it relates to the
development of the big ideas.

Determining an authors point of view or
purpose in a text and analyze how the author
distinguishes his or her position from that of
others.

Compare and contrast a text to a video
version of the text, analyzing each mediums
portrayal of the subject.
Existing Student Knowledge
Anticipated preconceptions

Information about World War II from their History class.
(This book unit will work in conjunction with their
history class, so that the students have a solid
knowledgeable foundation of this time period)
That characters in a story interact with each other
differently, students will have prior experience with this
due to previous book/story studies
Ability to relate story elements and plot, students will
have prior experience with this due to previous
book/story studies
Anticipated Challenges

Difficult time relating to the time period
Pronunciation of names and understanding of vocabulary
due to the book being first published in another language.











How instructor will use preconceptions

The information that the students know about WWII will
be discussed and narrowed to the Netherlands region
to provide a better understanding of the conflict
happening around Anne and her family in Amsterdam
during this time period.
Students will use their knowledge of story elements to
dissect the story and express knowledge of character
relations to the plot and conflict.



How instructor will mediate these challenges

Discuss empathy with the students and that the author
was someone close to their age. Imagine what it would
be like to be in this situation? How would you handle your
life?
Create a vocabulary list and discuss before reading the
reason some words may be difficult. Go over the
vocabulary together and recall their information while
reading the chapters.


Other notes on Stage I

The Goal of this unit is to work cross-curricular with Social Studies, while incorporating understanding and knowledge of
informational texts through Language Arts. The students will read and dissect different elements of the story, discussing how they
relate/impact each other, as well as the impact of the WWII events on the characters lives. The students will discuss the
characters and build empathy for them, thinking about what it would be like to be a young adult during this time and situation. The
students will develop an understanding of perseverance through difficult times, and further dissect the characters traits that allow
them to live through such hardships. The students will compare the story to the movie version, and express the different types of
media. They will also study and express how the book compared to the movie may add/remove important aspects of the story.










Stage 2 Determining Acceptable Evidence
Performance Tasks/Assessments
Major Performance Assessment - Journal Reflection several times throughout week (up to daily) on key learning and what they think
about daily lesson topics. These reflections will focus specifically on people, places and events that showed acceptance/empathy and
responsibility (or lack of) as well as causes and effects of decisions made during World War II, the Holocaust, genocides, Universal
Declaration of Human Rights, and in literary texts read during this unit. They will evaluate their feelings, difficulties and actions that can be
taken in their lives, in their nation and in the future to prevent the horrible destruction that occurred during the Holocaust.

Minor Performance Assessment Point of View ending. Since the book ends without the reader knowing what happens to Anne and her
family the students will write the ending of Annes Diary. This will express point of view, their knowledge of the characters interactions in the
story, occurrences in history at the ending of the war, and empathy towards the characters and citizens.

Performance Task Blueprints-Provide a blueprint for at least one task.
What understandings and goals will be assessed though this task? What essential questions will be
uncovered in this performance task?
Goals :
Persevering in difficult times
Empathy vs. Fear
Setting in relation to the story and the characters
Interactions between individuals, events, and ideas in a text
Point-of-view of the Author

Anne Frank viewed her diary as a lifeline ...The purpose of this project is to create your own journal or portfolio which will help you reflect on
Annes time in history as well as key elements and events in the book, while expressing your individual understandings.

Your book must have the following items:
_An original cover, _Title page, _Table of Contents
_10 chapters (see below), _ Works Cited page (in correct format), _(5) graphics.

Your portfolio must be turned in a folder with brads. It must be typed and double-spaced.
Your journal will be divided into three parts, with the following subjects included:

Part One: World War II and after (4 entries)

Part Two: Your Turn each entry must be at least one full page and use a big idea to express topic, in correct sentence format.

Part Three: Compare and Contrast the book with the movie.



Students will understand that
Persevering in difficult times Understanding that Annes family persevered in a difficult time in their life and in history; and how this
is an important character trait that carries through difficult times in daily life.
Empathy vs. Fear That there were characters in the story had empathy for others when fear was so prevalent in their situation.
Students will be able to express empathy for others that are unlike them and put themselves in the characters shoes.
Setting in relation to the story and characters Understand and analyze how the setting of the story, (both in the town and in the
Annex) plays a critical role in how the author writes and expresses herself.
Interactions between individuals, events, and ideas in a text Express understanding that these interactions between characters and
events develop big and central ideas within the story.
Point-of-view Analyze first person narrative of the story and how the diary writing expresses the authors perspective of the events
occurring during this time period.


Essential Questions:

What does it take to act courageously in time of extreme adversity?
How does the relationship of characters impact or change the events of a story?
What makes a relationship develop during a difficult time?
What was the message being expressed?
Was there a message of empathy?


Through what authentic performance task will students demonstrate understanding? Describe task(s) in
detail so students clearly understand the expectations. (Optional use of GRASPS here)

Students will think and express ideas based on big concepts discussed in class; perseverance, empathy, point-of-view. Their writings will
connect with WWII, historical events, discussions from the book. Their reflection of big ideas will work in conjunction with their writings,
journal entries, expressing knowledge and understanding of concepts discussed in class.
What student products and/or performances will provide evidence of desired understandings?

The students 10 page Journal will be their final product.

There are 4 required entries that the students must submit, and there are 5 personal entries that are based on inquiry questions focused on
content of the story. There is a final entry comparing and contrasting the book and the movie.

Each entry will be between 1-2 pages long.

Journal will include:
_An original cover, _Title page, _Table of Contents

_10 chapters (see below), _ Works Cited page (in correct format), _(5) graphics.

Portfolio must be turned in a folder with brads.

By what criteria will student products and performances be evaluated? Provide standards or rubrics
by which the task will be judged.

Each entry will be graded individually using this rubric. They will then be combined for an over all grade out of 150 pts (120 for
the entries and 30 for completing the additional portfolio requirements)

4 3 2 1
Connections
Student attempts to make a
text-to-self, displaying
knowledge of big ideas and
expressing their own point of
view.
Exceeding

Student makes connections
demonstrating critical thinking.
Student explains proficiently how
connections help to understand
the text.
Meeting

Student makes connections
and demonstrate some critical
thinking. Student usually
explains how connections help
to understand the text.
Approaching

Student makes text-to-self
connections, but does not reflect on
how connections help to understand
the text.
Not Yet Meeting

Student makes little to no
attempt to make a text-to-
self.
Reflection on Theme
Student has reflected on
meaning, theme, message, or
issue of the text.
Exceeding

Student comments on theme
exceed expectations.
Meeting

Student has made an excellent
attempt to reflect on meaning,
theme, message, or issue of
the text.
Approaching

Student has made an acceptable
attempt to reflect on meaning,
theme, message, or issue of the
text.
Not Yet Meeting

Student has made no
attempt to reflect on
meaning, theme, message,
or issue of the text.
Writing Style and
Conventions
Exceeding

No spelling or grammar errors
exist. Excellent organization of
ideas into paragraphs.
Meeting

Student has edited for spelling
and grammar conventions.
Ideas are organized into
paragraphs.
Approaching

Some evidence of editing, but errors
are still present. Ideas are not
organized into paragraphs.
Not Yet Meeting

No evidence of editing.
Ideas are not organized into
paragraphs.




Instructional Sequence for the Assessment
This is an ongoing assessment that will be completed at home each day. Student will be given 10-15 minutes at the end of class
to compile information and thoughts discussed.



Anne Frank viewed her diary as a lifeline someone to confide in and share hopes, feelings
and experiences that were important in her life, especially during her years in hiding.
We see through her diary how her life changed and how she changed. The purpose of this
project is to create your own journal or portfolio which will help you reflect on Annes time
in history as well as key elements and events in the book, while expressing your individual
understandings.


Your book must have the following items:

_An original cover, _Title page, _Table of Contents
_10 chapters (see below), _ Works Cited page (in correct format), _(5) graphics.

Your portfolio must be turned in a folder with brads. It must be typed and double-spaced.
Your journal will be divided into three parts, with the following subjects included:


Part One: World War II and after (4 entries)
_Timeline of events within the story. This must be in paragraph form and a minimum of one page.
_The Holocaust one entry focused on some aspect of the Holocaust that is YOUR OWN
WRITING, not copied. This needs to be written from the perspective of a victim of the
Holocaust, a spectator or a perpetrator. This must be a minimum of one page.
_One additional descriptive/narrative on selected topic from given list
_Propaganda, promotion piece for Universal Declaration of Human Rights (can be a
drawing, writing, mixed media, etc.)

Additional topics -
Hanukah Victory in Europe Adolf Hitler
Concentration Camps Winston Churchill Great Depression
Food rationing D-Day Invasion Final Solution

Part Two: Your Turn each entry must be at least one full page and use a big
idea to express topic, in correct sentence format.
Describe in detail how the setting of the story impacted the plot
Showing perseverance during a difficult time Interview a family member and write about a time
in their life when they were able to show courage.
Compare and contrast the differences between your life and Annes life.
Two characters from the story, dissect and express their relationship
Express how point of view is important in this story; and why the story would be different if told
by someone else.

Part Three: Compare and Contrast the book with the movie.
This is your final entry you will watch the movie after we have read the book and write a one paged
entry about the similarities and differences from the book to the movie. What did Hollywood leave
out that was important to the plot, characters, events, story line and overall big idea.







Stage 3 Planned Learning Experiences

Unit Calendar
Day
Lesson name Goals Activities Assessment
Day 1
Difficult times
Persevering in difficult
times

Empathy vs. Fear
Read Always Remember
Me: How one family
survived World War II

Ongoing Unit Portfolio
Think, pair, share

Day 2
June 12, 1942-
July 1, 1942
Meeting Anne Life as
a teenager in
Amsterdam 1942
Point-of-view of the Author

Empathy vs. Fear
View pictures/videos of
life in Amsterdam now
and then
Ongoing Unit Portfolio
Exit slip
Day 3
July 1, 1942-
July 10, 1942
A changing life for the
Frank family
Persevering in difficult
times

Ongoing Unit Portfolio
Reflect and write
Day 4
July 11, 1942-
October 9, 1942
New members of the
family
Interactions between
individuals, events, and
ideas in a text

Ongoing Unit Portfolio
Think, pair, share

Day 5
October 14, 1942-
November 20, 1942
Life in the Annex Setting in relation to the
story and the characters

Illustrate a room in the
Annex
Ongoing Unit Portfolio
Self evaluation
Day 6
November 28, 1942-
June 13, 1943
Traditions in the face of
danger
Persevering in difficult
times
Empathy vs. Fear
Traditions in your home Ongoing Unit Portfolio
Reflect and write
Day 7
June 15, 1943-
November 11, 1943
Changes outside of the
Annex
Interactions between
individuals, events, and
ideas in a text
Video of events from the
story
Ongoing Unit Portfolio
Exit slip
Day 8
November 17, 1943-
January 28, 1944
A changing Anne Point-of-view of the Author

Ongoing Unit Portfolio
Thumbs up thumbs
down
Day 9
January 28, 1944-
March 11, 1944
A growing friendship Interactions between
individuals, events, and
ideas in a text

Ongoing Unit Portfolio
Class Discussion
Think, pair, share
Exit slip
Day 10
March 14, 1944-
August 1, 1944
The end of the war is
near
Point-of-view of the Author

Brief edited videos of
concentration camps
Ongoing Unit Portfolio
Reflect and write
Day 11
Movie
Writing the End... What
happens to Annes
family?
Persevering in difficult
times

Write the rest of the
book...what happened in
the Annex?
Movie
Ongoing Unit Portfolio

Day 12
Movie
The movie vs. The book Effect of different medias
on the story

Movie Ongoing Unit Portfolio
Think, pair, share
Self evaluation


Daily Plan
Hooking Lesson Plan

Title of lesson: Difficult times

Name: Susanna Miller

Length of activity: 35 min

Overview: Lesson will hook the students on this unit by questioning their experience in a difficult situation and build off of this
experience to build empathy for the characters in the hooking book and the Diary of Anne Frank.

Central problem/ Essential question: What does it take to act courageously in time of extreme adversity? How do you
persevere during a difficult time? Is this a characteristic of a hero?

Anticipated student conceptions or challenges to understanding: Students will have prior knowledge about a difficult time
that they have experienced. Students will also know about the changes in the world during WWII and how these beliefs lead to
a persecution of people. The anticipated challenges may be that the students could have a gap in relating their difficult time to
the characters difficult time.


Materials/Evidence/Sources:
Journal
Always Remember Me: How one family survived World War II

Instructional Sequence:

1. The lesson will be launch with the students beginning bell work immediately at the beginning of class. The word
Persevere will be listed on the board with the definition. Persevere To maintain a purpose in spite of
difficulty, obstacles, or discouragement. A question posted underneath the definition on the board (Describe
a difficult time or situation for you, that you were able to persevere through) 8 minutes

2. Would anyone like to share their difficult time with the class? Remember that this is a safe environment and our
ears and minds are open to anyone who would like to share. If no student wants to share, share a difficult time
of your own and express how you showed perseverance through this time. 5 minutes

3. On the board write the two big ideas for the day Perseverance in a difficult time / Empathy vs. Fear. These are
going to be our big ideas for today, and two of our big ideas for the unit we are beginning. Does anyone know
what empathy is?....Empathy is experiencing the feelings of another. I want you to be thinking about these two
ideas while I am reading this book to you. Read the book Always Remember Me: How one family survived
World War II out loud to the class. If you are able show the pictures on an ELMO or LiveViewer. 15 minutes

4. Discuss with the class how the family showed perseverance through a difficult time. What was a difficult time
that this family experienced? How is their difficult time like/unlike the times you wrote about in your journals? How
were they able to show perseverance? Do you think that they acted courageously? How did hearing their story
make you feel? Did you sympathize with them? 7 minutes

5. We can see through this story that Rachels family did what they needed to do to survive through a difficult time,
not only in their life but in history as well. Being able to with stand such pain and difficulty shows huge amounts of
courage. Understanding their plight helps us the reader, be empathetic to their situation. This is something that
we are going to further discuss in the rest of our unit. We will be focusing on these essential questions and main
ideas while looking at a family much like Rachels. Our book for this unit will give us a different point of view,
setting and characters. We are really going to interact and discuss with each other the way that the events and
story elements shape the big idea of the story and the character relationships.

Assessment: The assessment for this hooking lesson will be their journal response, which will let me know if they understood
the idea of Perseverance and our informal class discussion.





Extended Lesson Plan

Title of lesson: A Growing Friendship

Name: Susanna Miller

Length of lesson: 50 min

Context of Lesson: This lesson dissects the relationship that begins to build between Anne and Peter after living in the annex
together for over a year.

Overview: Students read January 28, 1944 March 11, 1944 on their own at home. They are prepared to reread certain
sections and have a class discussion about Anne and Peters blossoming relationship. Students connect their relationship to
changes that happen in the annex and in the story.

Central problem/ Essential question:
How does the relationship of characters impact or change the events of a story?
What makes a relationship develop during a difficult time?

Objectives:
Students will know/be able to:
SWBAT Recognize a relationship between two characters in a story (low)
SWABT Examine characters relationships within a story, and locate evidence that supports their understandings
(medium)
SWBAT Predict and infer how the characters relationship will affect the story and all the characters interactions.

Anticipated student conceptions or challenges to understanding: Students will already understand that different
characters interact with each other in unique ways. Therefore, they should know that Anne and Peters relationship is different
than Margot and Peters relationship. Since the students are the same age as Anne, they will have a background of building a
relationship/friendship with someone of the opposite sex. The challenges of this lesson lie in the students having a difficult time
seeing past the history of the book and looking simply at the relationship of two people.

Materials/Evidence/Sources:
Journal
Pictures of Anne and Peter




Instructional Sequence:
1. The students will enter class and write in their journals as bell work. The posed question for today is: Think of a
relationship you have had with someone of the opposite sex. How did this relationship grow? What does this
relationship/friendship mean to you? 7 minutes
2. Today we are going to discuss relationships. Why are relationships important to who we are?...What types of
relationships do we have as humans? (class discussion) Okay lets think about a relationship that you have personally
had...lets give some examples...Now, just like with our journal write lets narrow this down and talk about a relationship
that you might have had with a person of the opposite sex. Does anyone want to share? (If no student shares think of
an example that will help the students understand, relate to you, and learn more about you in a professional way)
Discuss with the class how their examples of relationships grew over time and changed; how they may have thought
one thing about the person in the beginning and then their perception changed. 5 minutes
3. How are relationships important to the characters of a story?...As we have learned in previous book studies
characters interact differently with each other. Its these relationships that bring life to our characters and make us relate
to them or connect with them in different ways. We already know that we all have relationships; with moms, dads,
sisters, brothers, friends, boyfriends, girlfriends etc...The characters in our stories have similar relationships. Why do you
think that this makes the story more interesting to us, the reader? Discuss with the students how the character traits
and interaction make the story relatable to the reader, and how the relationships between characters draw us into the
story.. Think of a character/relationship from a story we have either read this year or that you have read in the
past...take three minutes to write down who they were, why you related to them, and how this relationship made you
feel. Give students time to think about the characters they have related to in the past. Have them pair up with a partner
and share with them. Lets have a few volunteers share with the class your partners character relationship and how it
was important to them. 15 minutes
4. Everyone pull out your Diary of Anne Frank book. What are some relationships in this story? (Students discuss
relationships between different characters) Have we seen any relationships changing in this story recently? What
characters have a growing relationship/friendship?...Youre right I see that relationships growing too. Show pictures of
Anne and Peter. How are these people, and remember that this is a true story written by Anne herself and these are
real people who actually lived, how do they remind you of yourself? .... Students will go on to discuss Anne and Peter:
how old they are, how they interacted at the beginning of the story, how they have changed towards each other in the
past few months. The students will cite passages that support their view. Reread certain sections with the students and
have them discuss how the relationship changed in that entry. (February 14, 1944 February 19, 1944 March 11,
1944 April 6, 1944 May 26, 1944) Students will make inferences about Anne and Peters feeling toward each other.
20 minutes
5. Pass out an exit slip with the question How does Anne and Peters relationship change through the story? Explain
how this changes what Anne is writing about.
6. If there is time left in class have the students work on their Unit portfolio, guiding them towards working on dissecting
two characters relationship within the story and how they interact with each other.


Assessment: The assessment of this lesson is done in several ways; the students think-pair-share, class discussion, exit slip,
and their unit portfolio which will be assessed at the end of the unit.

References for the Unit:

Roberts, M. (2010, July). Drama/anne frank/holocaust unit plan. website: http://www.scholocaustcouncil.org/Mandy%20Roberts.pdf

Russo, M. (2005). Always Remember Me: How One Family Survived WWII. New York, NY: Atheneum Books For Young Readers.

Reflection on my UbD unit Susanna Miller
As I finish this unit up I am honestly pleased with the way my brain processed and used the new information we
learned in class. I dont think I am by any means an expert at this yet. I will say for the short amount of time that we had to
complete this and the complexity of the project, I feel that I have gotten a good start and solid foundation to build more
units like this in the future.
When we first started this assignment I was debating between building a unit that I could use in a future
job/classroom or creating a unit that I could use with my small reading groups that I see during the school year now. I
eventually went with developing one for the future and I am glad that I did. It definitely challenged me more to think what I
would be doing instead of what I was already doing. I realized that I chose quite a few standards to deal with and I believe
that made my unit a bit more difficult to develop and carry through from beginning to end. Making sure that all my
standards were met in projects and lessons was a bit stressful and I am not even sure if I completed this successfully.
However, I chose the standards I did because I whole-heartedly believed that they were essential big ideas for my book
study. Diary of Anne Frank is a complex book with many story elements that interact with each other to carry the story
along. Having seventh grade boys and girls understand that, was important to me. I know that there is so much I would
probably change after teaching this lesson in a classroom but what I have is a solid foundation to start with.
I think that I worked quite hard on this unit, but will honestly say that I know I can do better. It is hard for me to
grade my effort on a not fully completed unit. I believe that I understand the idea of backwards design and how it is
important to get those big ideas moving throughout the unit. I know because of time our units were rushed and shortened
but I am having a hard time seeing my unit as gradable because its not finished. As far as effort and understanding I
would grade myself a 3.6 because I feel pretty confident that I could begin another one tomorrow. I gave myself a 3.6
based on the fact that I personally know I could have spent more time perfecting it and making it align through all stages.